About

This blog is intended to support the USQ course Networked and Global Learning (NGL). I would like to make our first meeting on Monday at 7pm online via Zoom. Please see the posts page for details.

Course focus

The focus for the course is on you engaging with the theory, technology and practice of networked and global learning (NGL) for you as:

student;This is you as a student in formal education. What does formal study look like in a NGL world? How will you transform your practice as a student in this course? What can you learn from that for you as teacher?

learner; and,This is you as learner in non-formal contexts. You will be asked to identify something you would like to learn (e.g. how to bake bread, play a musical instrument, preferably something to help you professionally) and then draw on NGL to undertake that learning in an open and public way.

teacher.The experience you gain in the above will be drawn upon to think about how you can use NGL to support your learners.

Course structure

The semester will be split into two modules:

Module 1 – Weeks 1-8: Living and learning about NGL.Where you embrace Networked and Global Learning (NGL) and hopefully generate lots of new knowledge about what NGL means to you as a learner, student and teacher.

Module 2 – Weeks 9-15: NGL and you as teacher.Where you take the insights about NGL you have developed during Module 1 and plan how you will harness these to support your learners in your context.

Acknowledgements

This course is shaped by the networks that surround all the participants. Perhaps most significantly, the previous versions of this course and its wonderfully detailed and intricate collection of resources and activities; and, the network of open educators and researchers that have influenced and challenged us all by working and sharing in the open was initiated by David Jones and it is with thanks that we use this resource.

This course, in its current form, would not be possible without those influences.

Thoughts….This image captures the networked structure of our brains – which are important to some of the conceptions of NGL we look at – but it also includes a harking back to our more traditional hierarchical/tree-like conceptions of knowledge etc. Conceptions that underpin much of how we think and act and which perhaps need to be challenged by NGL. And perhaps more importantly its an interesting, creative, attractive, and effective image.

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5 thoughts on “About”

Oh I forgot, and to see the group is into sharing thoughts and research about gamification! and examples such as Badges. Do they work? Can they work? Anyone know? I get badges in my learning progress, but I’m not convinced its all it’s cracked up to be. Is this the future of online assessment? I’m not sold on this idea.

G’day Phillip, Welcome to the course. Lots of good questions that I hope you, I and everyone else is able to explore in more detail as the course progresses (and that the course design aids in that exploration). In particular, I’m hoping we can get stuck into these discussions via our personal blogs. I’m hoping that will be more conducive to discussion than just replying on this blog. But that’s also a proposition up for debate in the course. David.

G’day Paul, This is a focus in the Week 2 material. The approach I’m suggesting revolves around the use of the EDU8117 opml file (that I’m updating as people register their blog on the study desk) and Feedly. In fact, one of the tasks set this week is for you to figure out your Personal Knowledge Management (PKM) routine, of which following the blogs of others is a big part.
If it’s not entirely clear from the week 2 stuff, ask away.
David.

G’day Angela, It will be interesting to see how your thoughts progress as the semester goes on. I will mention that I hope we’ll be going a little beyond just how to use the tools and touching a bit on new ways of conceiving learning/teaching etc. Time will tell. David.